Lesson 1
Rhode Island Department of Education Lesson Plan
Lesson Title: Earth's Structure
State Standards(GSEs):
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
Earth & Space-Origin and Evolution of the Earth System
Context of Lesson:
This lesson is the introduction to this unit and covers the basic idea of geology and a geologist. It will also introduce them to the layers of the earth and have them constructing a foldable of the information they teach to each other in groups of 3. They will later be able to use this foldable to study from for the end of unit exam. They will then review the new information from today with a worksheet for homework.
Opportunities to Learn:
Depth of Knowledge
DOK 1- recall/reorganize facts on earths layers and geology
DOK 2- collect, display, and describe to other students data found in the text
Prerequisite Knowledge
It is not necessary to have previous knowledge of geology as the basics will be gone over but if they are familiar with various ideas/concepts their knowledge should be activated in the opening of the class. They should be able to collect information from a reading and pull out important facts/concepts.
Plans for Differentiating Instruction
provide visual representations of layering concepts and relate it to known visuals they may already have (in text layers and hard boiled egg)
Accommodations and modifications
unknown
Environmental factors
Classroom is laid out in grouped lab tables, with the chalkboard in front, and the teacher’s desk in one of the front corners with the exit in the other. An overhead projector and TV with VCR are available to move for use on a screen that pulls down in front of the blackboard. The class period is 125 minutes long (except Wed. which is 10 minutes shorter).
Materials
blackboard, chalk, paper, scissors, pencils, worksheet, example foldable
Objectives:
-Students will be able to differentiate geology from other branches of science by defining what geology is the study of, and who the scientist is who studies it.
-Students will be able to build a foldable to be utilized as a reference to complete other work, and to study from later.
-Students will be able to describe the differences in each of earth’s layers to other members of their group and the class.
Instruction:
Opening
-Introduce the concept of the daily teaser on the board and then allow them to work on it for 5 min before collecting it. (I can take attendance during this time as well as get the students to begin thinking about the day’s topic, or recalling previous topics that will tie into today’s lesson) pg. 5 –The Core of the Problem (unscramble words then match them with their definitions; covers the crust, mantle, inner and outer core) Daily Teaser Sheet
-Activate their prior knowledge through a question session on geology, geologists, and what the earth is made of. Sample questions: What does geology mean to you? What do you think a geologist does for a living? What do you know about what is under your feet when you stand outside? Do you think that you are standing on a solid or a liquid? Do you think that there are liquids that could support the earth’s surface? What do you think the earth’s surface is made of? Metal? Rock? Elements? Do you think the Earth is all one piece? Is it all the same throughout?
-Link into the lesson by asking them what questions they have about the Earth, centering on its layers, study, and possibly events such as earthquakes and volcanoes which I can tie into later. Get them to supply other questions but fill in my own questions to get them curious. Sample prompts: What do you want to know about the earth? Have you ever wondered how the continents came to be where they are? Do you know how the ocean floor was formed? Do you know why a Mt. or volcano is located where it is?
Engagement
-Take out notebooks and copy down the questions the class brainstormed on a half sheet of paper leaving the other half to fill in the answers later.
- Next page in the notebook; Geology Presentation
“You have studied various science topics already, and each section of science has a scientist with a specific name for that topic. (ex. Physics=physicist) Does anyone know what type of science a person who studies the earth is doing? (Geology) And what do you think the scientist who studied geology would be called? (Geologist)”
Geology=the study of the earth's composition and structure, and how it functions
Geologist= the scientists who study geology
-Foldable Concept Presentation
“Foldables allow you to get information organized, and can be used as a reference, or study sheet as well. Throughout this unit we will make several, each covering different concepts. You can use them to help with homework and class work but not the tests! To make the type of foldable for this unit you need a plain piece of paper folded the long way (do this as a visual as you explain it to them). You then cut the top flap into three sections so that you can fold them up and down independently of one another. This way you can test yourself about the knowledge under each flap without seeing the information about each item on the foldable. On the outside flaps you write a concept or word while on the inside you write a definition, description, example or anything else that refers to the word on the outside that you need or want to remember about it. (show a completed example on an unrelated topic)
Have each student make a foldable which they will use in their group activity.
-Group Work on Earths Layers
The students will get into their lab groups of 3 (already assigned by the cooperating teacher as these are their designated classroom seats; I will be able to make changes once I see how they work together but not until I run into a problem with the arrangement they will have been following for months; I can also make changes based on empty seats so that they students each have at least one other person to work with if not the optimal group of three) to a table. “Each student in your group needs to take a different topic; Crust, Mantle, or Core (write the three topics on the board). Each of you will then read up on and collect the pertinent data from the textbook on your topic. Remember the purpose of a foldable is to get the information about your word that defines it, explains it, gives examples, or whatever else helps you to remember it. After you have each gathered data you should share it with each of your group members. Make sure you write down what you need on the others words as well as your own in your foldables!”
As they work on this walk around the room answering questions and guiding the students to stay on task.
Closure
-As students finish up getting the data from each other within their own groups I set up the overhead with a sheet for each topic; Crust, Mantle, and Core. Once the students are done I will ask “do you think you got all the important information on each concept? Yes/No answers lead into lets find out if you did or what you missed.
-Have 6 different students, two from each topic, present their findings to the class. As they cover the various points of relevance I will write it up on the appropriate overhead so that everyone has a chance to copy any information they may have missed. If something is missing ask prompting questions to bring it forth. (Sample questions: which layer has more than one section? What is liquid rock called? What is the order of the layers? What do you know about pressures effect on the core?)
-Information they should have in their foldable!
Crust: rocky outer layer, thinnest layer, made up of silicates, two types of crust=continental and oceanic, continental is less dense while oceanic is more dense
Mantle: middle layer, hot solid rock, pressure and temperature increase as it gets deeper, made of silicates iron and magnesium making it denser than the crust, 3 layers of the mantle=lithosphere (cooler and rigid at the top), asthenosphere (softer and weaker and can flow but not liquid in the middle), and mesosphere (stiffer rock at the bottom)
Core: made of metal mostly iron, two layers= outer core (high temps keep the metal in liquid form) and inner core (higher pressure forces the metal into solid form), movement of the liquid iron in the outer core from earths rotation creates earths magnetic field
-In class questioning of prior knowledge and the daily teaser topic, to gauge the level of knowledge the students previously had in this topic.
-Foldable representing data gathering skills, as well as cohesive group work and listening skills.
-Homework worksheet to test their resource use (book/foldable as resources to discover answers) and reinforce topics covered in the class today.
Rhode Island Department of Education Lesson Plan
Lesson Title: Earth's Structure
State Standards(GSEs):
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.National Standards:
Earth & Space-Origin and Evolution of the Earth SystemContext of Lesson:
This lesson is the introduction to this unit and covers the basic idea of geology and a geologist. It will also introduce them to the layers of the earth and have them constructing a foldable of the information they teach to each other in groups of 3. They will later be able to use this foldable to study from for the end of unit exam. They will then review the new information from today with a worksheet for homework.Opportunities to Learn:
Depth of Knowledge
DOK 1- recall/reorganize facts on earths layers and geologyDOK 2- collect, display, and describe to other students data found in the text
Prerequisite Knowledge
It is not necessary to have previous knowledge of geology as the basics will be gone over but if they are familiar with various ideas/concepts their knowledge should be activated in the opening of the class. They should be able to collect information from a reading and pull out important facts/concepts.Plans for Differentiating Instruction
provide visual representations of layering concepts and relate it to known visuals they may already have (in text layers and hard boiled egg)Accommodations and modifications
unknownEnvironmental factors
Classroom is laid out in grouped lab tables, with the chalkboard in front, and the teacher’s desk in one of the front corners with the exit in the other. An overhead projector and TV with VCR are available to move for use on a screen that pulls down in front of the blackboard. The class period is 125 minutes long (except Wed. which is 10 minutes shorter).Materials
blackboard, chalk, paper, scissors, pencils, worksheet, example foldableObjectives:
-Students will be able to differentiate geology from other branches of science by defining what geology is the study of, and who the scientist is who studies it.-Students will be able to build a foldable to be utilized as a reference to complete other work, and to study from later.
-Students will be able to describe the differences in each of earth’s layers to other members of their group and the class.
Instruction:
Opening
-Introduce the concept of the daily teaser on the board and then allow them to work on it for 5 min before collecting it. (I can take attendance during this time as well as get the students to begin thinking about the day’s topic, or recalling previous topics that will tie into today’s lesson)pg. 5 –The Core of the Problem (unscramble words then match them with their definitions; covers the crust, mantle, inner and outer core)
Daily Teaser Sheet
-Activate their prior knowledge through a question session on geology, geologists, and what the earth is made of.
Sample questions: What does geology mean to you? What do you think a geologist does for a living? What do you know about what is under your feet when you stand outside? Do you think that you are standing on a solid or a liquid? Do you think that there are liquids that could support the earth’s surface? What do you think the earth’s surface is made of? Metal? Rock? Elements? Do you think the Earth is all one piece? Is it all the same throughout?
-Link into the lesson by asking them what questions they have about the Earth, centering on its layers, study, and possibly events such as earthquakes and volcanoes which I can tie into later. Get them to supply other questions but fill in my own questions to get them curious.
Sample prompts: What do you want to know about the earth? Have you ever wondered how the continents came to be where they are? Do you know how the ocean floor was formed? Do you know why a Mt. or volcano is located where it is?
Engagement
-Take out notebooks and copy down the questions the class brainstormed on a half sheet of paper leaving the other half to fill in the answers later.- Next page in the notebook; Geology Presentation
“You have studied various science topics already, and each section of science has a scientist with a specific name for that topic. (ex. Physics=physicist) Does anyone know what type of science a person who studies the earth is doing? (Geology) And what do you think the scientist who studied geology would be called? (Geologist)”
- Geology=the study of the earth's composition and structure, and how it functions
- Geologist= the scientists who study geology
-Foldable Concept Presentation“Foldables allow you to get information organized, and can be used as a reference, or study sheet as well. Throughout this unit we will make several, each covering different concepts. You can use them to help with homework and class work but not the tests! To make the type of foldable for this unit you need a plain piece of paper folded the long way (do this as a visual as you explain it to them). You then cut the top flap into three sections so that you can fold them up and down independently of one another. This way you can test yourself about the knowledge under each flap without seeing the information about each item on the foldable. On the outside flaps you write a concept or word while on the inside you write a definition, description, example or anything else that refers to the word on the outside that you need or want to remember about it. (show a completed example on an unrelated topic)
Have each student make a foldable which they will use in their group activity.
-Group Work on Earths Layers
Closure
-As students finish up getting the data from each other within their own groups I set up the overhead with a sheet for each topic; Crust, Mantle, and Core. Once the students are done I will ask “do you think you got all the important information on each concept? Yes/No answers lead into lets find out if you did or what you missed.-Have 6 different students, two from each topic, present their findings to the class. As they cover the various points of relevance I will write it up on the appropriate overhead so that everyone has a chance to copy any information they may have missed. If something is missing ask prompting questions to bring it forth.
(Sample questions: which layer has more than one section? What is liquid rock called? What is the order of the layers? What do you know about pressures effect on the core?)
-Information they should have in their foldable!
- Crust: rocky outer layer, thinnest layer, made up of silicates, two types of crust=continental and oceanic, continental is less dense while oceanic is more dense
- Mantle: middle layer, hot solid rock, pressure and temperature increase as it gets deeper, made of silicates iron and magnesium making it denser than the crust, 3 layers of the mantle=lithosphere (cooler and rigid at the top), asthenosphere (softer and weaker and can flow but not liquid in the middle), and mesosphere (stiffer rock at the bottom)
- Core: made of metal mostly iron, two layers= outer core (high temps keep the metal in liquid form) and inner core (higher pressure forces the metal into solid form), movement of the liquid iron in the outer core from earths rotation creates earths magnetic field
-Introduce the homework worksheet ( Geology+Earth's Layers Worksheet ) as a reinforcement of the textbook reading.Assessment:
-In class questioning of prior knowledge and the daily teaser topic, to gauge the level of knowledge the students previously had in this topic.-Foldable representing data gathering skills, as well as cohesive group work and listening skills.
-Homework worksheet to test their resource use (book/foldable as resources to discover answers) and reinforce topics covered in the class today.
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page